Educator should be prepared to explain to students that the volcanic gases are not affecting the measurements, which is an often-cited argument that climate change deniers use to discredit these CO2 measurements.

Amount of material may be overwhelming for educators.

The multi-decadal trend is calculated, but none of the discussion questions prompt students to discuss the data. A discussion should be initiated by the educator.

About the Science

This data-intensive activity uses real world datasets.

The discussion on Keeling and the history of the Keeling curve is very interesting.

About the Pedagogy

Answers are provided to all questions on student worksheets.

Educators' guide also gives suggestions as to where/how students might be challenged by the activity.

There is an extensive amount of data, which could be overwhelming for some students. Educator should provide good guidance.

The activity strengthens graphing and interpreting as important analytical skills.

Having the students graph the data so that they really get a sense of what the numbers are and then having them describe the reason for the variations they see is pedagogically very good.

Next Generation Science Standards
See how this
Activity supports:

Middle School

Performance Expectations: 1

MS-ESS3-5:Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Disciplinary Core Ideas: 1

MS-ESS3.D1:Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

MS-P5.1: Use digital tools (e.g., computers) to analyze very large data sets for patterns and trends.

MS-P6.1:Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena.

MS-P7.3:Construct, use, and/or present an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

MS-P8.2:Integrate qualitative and/or quantitative scientific and/or technical information in written text with that contained in media and visual displays to clarify claims and findings.

High School

Performance Expectations: 1

HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

Disciplinary Core Ideas: 1

HS-ESS2.D3:Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.

HS-P6.4:Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion.

HS-P7.2:Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.

HS-P8.5:Communicate scientific and/or technical information or ideas (e.g. about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (i.e., orally, graphically, textually, mathematically).